# data[].attributes.body
Supporting each other around Relationship Management

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Tracked the kids well through LINC-ed

Looking at what they are interested in

RTLB relationship

Having a plan for the kids that needed it and being adaptable

Spending time forming the relationships

Communication with home - positives as well

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All teams have a simple shared understanding of RM

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Time - not having enough time to find out more. Taking up teaching time. 

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Time - not having enough time to find out more. Taking up teaching time. 

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Value in developing relationships

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Inclusive strategies needed for all kids - links to well being. 

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Inclusive strategies needed for all kids - links to well being. 

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Seniors not wanting to be treated like little kids - differentiation between older/younger kids. 

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Seniors not wanting to be treated like little kids - differentiation between older/younger kids. 

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Communication Guidelines - specifically around communicating to whanau etc

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Everyone knows that relationships are key and value it. 

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Everyone knows that relationships are key and value it. 

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Make positive contact with home

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treated learners with respect - not being dictated to

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Relationships need to be built with ALL kids (including all staff) 

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Relationships need to be built with ALL kids (including all staff) 

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Consistency throughout whole school around expectations - way we action things and how things are dealt with

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Consistency can come through having behaviour plans for some individuals that we can refer to and knowing what certain kids needs

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Effective Explicit teaching and learning - both individual and group eg. Ross needs calm time, he goes to the office to play with the lego, or learners are taught explicit mediation tools/prompts

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Interaction - taking time to build relationships. Setting time aside for that. 

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Interaction - taking time to build relationships. Setting time aside for that. 

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Whole school relationship management plan e.g. who informs parents, what consequences there are for certain types of behaviour

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All staff are given the same level of respect (teacher, learning assistant, quest teachers, office administrator)

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All staff are given the same level of respect (teacher, learning assistant, quest teachers, office administrator)

# data[].attributes.headline
Share responsibility - you are not on an island. Just because a learner is in your whanau group doesn't mean that you are left with them. 

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Share responsibility - you are not on an island. Just because a learner is in your whanau group doesn't mean that you are left with them. 

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Ensures focus on positive learning behaviours rather than behaviour (and negative consequences)

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It's ok if it goes wrong - supportive environment. 

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It's ok if it goes wrong - supportive environment. 

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Explicit teaching of expected behaviours - role play, unpacking, discussion. These (words/pictures) could be displayed somewhere so that when new people come they know too. 

# data[].attributes.subject
Explicit teaching of expected behaviours - role play, unpacking, discussion. These (words/pictures) could be displayed somewhere so that when new people come they know too. 

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Staff good at reading individuals and preventing potential problems

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Having connections before they come into the school

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Making these more visible and part of what we do - planning for these opportunities and learning . . .

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For phone call to parents for challenging situations

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Before they start school - have tried already . . . .

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Share the WHY of Restorative Practise with parents

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Share the WHY of Restorative Practise with parents